AbstractIn this lesson students will look at
the basic techniques authors use to construct believable
fictional texts as well as the primary components of
plot structure. We will discuss the ways in which the
author uses language to create setting, characters,
and mood. Then, referring back to a text that students
have read the previous week, the class will explore
the basic parts of a story line: exposition, conflict,
rising action, climax, falling action, and resolution.

Purpose – This
lesson is the first of three lessons in which students
will explore the various tools and
techniques used by authors to create believable,
compelling texts.

ObjectivesStudents will be able to:
1. Identify the six elements of a plot line in a
given text.
2. Outline the major events of a text by creating
a plot line diagram.

National English Education
StandardStandard
3: Students apply a wide range of strategies
to comprehend,
interpret, evaluate, and appreciate texts.
They draw on their prior experience,
their interactions with other readers
and writers, their knowledge of word
meaning and of other texts, their word
identification strategies, and their
understanding of textual features (e.g.,
sound-letter correspondence, sentence
structure, context, graphics).

Teacher BackgroundThe teacher should be familiar with the
plot line diagram (circular, linear, or curved versions
are fine), and understand the following components of
plot:

Exposition:
the beginning of the story, establishment of
setting and characters

Conflict:
the problem(s) faced by the characters

Rising
Action: events in the story leading up to the climax

Climax:
the culmination of events in the story, point
of highest reader interest

Activity
1. Begin class with the overhead projector ready with a blank
transparency and a wet erase marker at hand. Tell the
class that they are going to look at the components
of plot.

2. Ask
the class if they can define plot (the events in a story
chronologically explained).

3. Explain
to the class that any text that tells a story has
a plot. One example would be found in a film script.
Also explain that as the plot or story line unfolds,
there is a certain pattern of events which is generally
followed.

4.
After this brief introduction, ask the class what movies
they have seen lately. List some of these, and try
to identify
one that you and the majority of the class members have seen.

5. Ask
the class to describe the events of the movie, while you
list the most important events (preferably the six
elements of the
plot line).

6. Explain
to the class that the plot line of this movie has six
parts, namely the 1) exposition, 2)
conflict,
3) rising action, 4) climax, 5) falling action, and 6)
resolution. Instruct the class to take notes on these
terms.

7. Connect
each of these terms to its corresponding event in the
film students have described. Ask the students
if
they can
then determine the significance of each of the six
terms. Help the class to formulate definitions.

8.
Explore the correct definitions of each of the six parts
of the plot
line with the class, encouraging students to
make corrections in their notes where needed.

9. Ask
the class to draw
into the notes a plot line diagram, which you will model
for them on the overhead. The best model to use is the
triangle model or the “hill” shaped curve,
which begins as a straight line that gently curves
up at about a 45 degree
angle into a hump that slopes down into a straight line
again (see Plot
Line Diagram). Ask the class to help
you create
a plot line diagram using the short story “Total
Urbanization” which
the students have read the week before.

10.
If needed, spend a few minutes reviewing the story,
or allowing the class to re-read it. Then, ask the class
to
try and identify
the exposition (How does the story begin? What is the
setting?). Identify the conflict (there are several in
this story - e.g.,
the problem of finding food, avoiding death).

11. Students
may struggle
identifying the rising action, since the parameters
of this part of the plot are somewhat vague. The rising
action constitutes
the events leading up to the climax (the rising action
in this story would be the brief discussion between
the
narrator
and
Jim). The climax is usually easy for students to identify
(the moment the narrator is shot). Wrap up by identifying
the falling
action (the narrator ponders the meaning of the events
of his life) and the resolution (the author dies).

12. When
these events
have been plotted on your model plot line diagram
(on the overhead) your students should have a pretty
good
idea
of what the diagram’s
purpose is: to simply outline and summarize a story.

ClosureIf time allows, at the end of the class period
assign another short story that the students can read in 5
to 10 minutes. Have them compose a plot line diagram of the
story. This can also serve as a homework assignment.

Homework See closure
section (above).

Embedded
AssessmentStudents
should be assessed on whether or not they can define and identify
the literary terms outlined in the lesson objectives. Give students
credit for accurate notes as well.

PULSE
is a project of the Community Outreach and Education
Program of the Southwest Environmental Health Sciences
Center and is funded by: